Westport High School - Herald Yearbook (Kansas City, MO)

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Table of Contents Supplement 165

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THE TIGER SPIRIT As we now review the pride of the past, Westporters entered the school year of 1965- 66 with renewed enthusiasm. The fast pace of Westport life included her athletic events, academ- ic achievements, class elections. Homecoming, Red Cross Christmas stockings. Tiger Den Christmas orphans, and the selling of ’’Bells for Peace.” These are but a few of the many tangible elements of Westport life. Yet, at Westport, School Spirit connects all these tangible objects. School Spirit is something difficult to describe. Every student seems to have his very own defini- tion of it. Its exact meaning may vary from person to person and from school to school. Yet, there is a basic consensus that School Spirit” is something which, when blended with school life, adds zest that may lead to a school year full of new challenges. Although awareness of School Spirit” and its possible meaning to you may be dim as you open your annual, we, the 1966 Herald Staff, hope that as the following pages unfold, the meaning of School Spirit” at Westport will become clearer.

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4 TOP CATS Knowledge is found with books. Experience is found in the classroom. Wisdom is formed by knowledge and experience. The faculty of Westport tries to im- part knowledge and experience through the use of literature and various classroom techniques. This year seventy-five teachers strove to bring Westport the finest in education. They came early, worked hard, then stayed late. Some teachers worked on tests for the students while others sponsor- ed activities with the students. All was for the betterment of the pupil. The student read, observed, and gained experience. This was credited to the hard work of the Westport faculty. The faculty was under the direction of the administration, which was headed by Mr. William D. Evans, Acting Principal. Mr. Fiske Miles became Administrative Assist- ant, while Mr. Eugene Banaka held the job of Vice- President. Besides giving guidance to the teachers, the administration regulated the student body. There was a general tightening of rules, especially concerning tardi- ness and eighth hours. Although it took disciplinary measures, the administration remained in high respect by the student body. The administration was neither too lax nor too stern. A mutual respect among students, teachers, and the administration evolved.